professional resources in mathematics education F-12

What is Dimensions?

Dimensions is a site developed and hosted by the Australian Association of Mathematics Teachers (AAMT) Inc. to assist with the professional learning of mathematics educators.

It includes professional learning materials (learning modules) and related classroom resources along with an online community (discussion forum).

Tools assist users to track their professional learning – online and elsewhere – and to download reports of what has been recorded.

Users must register before they can access all the tools within Dimensions.

Dimensions is divided into 5 main areas:

  • My Profile
    Information about you so AAMT can develop materials to suit users and so people can network with each other more easily.
  • My Learning
    Make notes about your online and offline professional learning, including time spent.
  • My Downloads
    Like a shopping cart, you can add individual files from learning modules to download as a single zip file.
  • Forum
    Network with colleagues to discuss learning modules, questions, dilemmas or great teaching ideas.
  • Learning Modules
    Download slides, videos, facilitator guides, etc. to assist your and others' professional learning on a variety of topics.

The development and implementation of this website is based on some key principles and intentions including:

  • free and ready access for all teachers and schools
  • that it should be a source of high quality professional learning resources and programs
  • users of the portal will include 'maths leaders' working with groups of teachers as well as individuals:
    • regular classroom teachers
    • out-of-field teachers
    • teachers returning to the workforce
    • pre-service teachers)
  • that the available materials and programs will continue to grow to meet the ongoing needs of teachers of mathematics (F–12) in Australia.

The Australian Mathematics and Science Partnership Program

AMSPP is a major program of the Australian Government that is designed to "build theoretical and pedagogical skills of school teachers to deliver maths and science subjects" and “encourage more students to study science, technology, engineering and maths courses at university”.

AAMT partnered with five of the 15 projects funded over the period 2014–17. These projects collaborated with AAMT to develop Dimensions and the original professional learning resources it hosts.

About the projects

The five projects and the lead partner university are:

University of Tasmania – The Towards Educating Mathematics Professionals Encompassing Science and Technology (TEMPEST) project will pilot and develop professional learning and other resources in line with a quality assurance framework that it will develop and share across the projects.

University of Technology, Sydney – Maths Inside: Highlighting the role of mathematics in society as motivation to engage more in mathematical activities will develop inspirational videos and classroom resources that ‘unpack’ the mathematics involved in some of CSIRO’s leading edge developments in science and technology.

RMIT University – The Reframing Mathematical Futures: Building a learning and teaching resource to enhance mathematical reasoning in Years 7 to 10 project will develop assessment tools and developmental trajectories for the ‘big ideas’ in algebra, geometry and measurement, and statistics and probability to go with an existing framework for number (multiplicative reasoning).

University of South Australia – The Excellence and Equity in Maths: Aboriginal and Torres Strait Islander Student Achievement and Tertiary Aspirations in Mathematics will work with clusters of secondary schools to encourage and support more Aboriginal students to study the higher level mathematics subjects in Years 11–12.

University of Canberra – In the National Mentoring for Science Teachers project, AAMT will establish a small group of expert teachers to advise on the mathematical demands that arise in teaching junior secondary physics and chemistry, and how science teachers can approach these constructively.